Evaluation by competencies in Dominican education: distance between theory and practice

Abstract

Competence assessment is a goal that the Dominican Republic’s educational system has silvered in recent years, however, it is questionable to good results if assessment processes are not coherent and accurate. In this sense, the aim of the present essay was to analyze the assessment of competences in the public schools of the Dominican educational system. The methodology of the work was approached through the argumentation and support of different authors, found in a bibliographic review. In this order of ideas, the arguments presented reveal that today, the competence assessment implemented in the pre-university education system requires many calculations, but few lessons learned and, among the main conclusions, it was succeeded to determine that in order to a truly competent assessment, highly qualified authorities are needed to guide teachers clearly on the steps and mechanisms to be followed, that the assessment of students is based on their true abilities, and not on mere qualifications that do not respond to reality and, finally, that teachers are critical of their work and promote constant improvements in such aspects.